本文關(guān)鍵詞：教育技術(shù)學(xué)本科“視覺素養(yǎng)”課程設(shè)計(jì)研究　出處：《南京師范大學(xué)》2012年博士論文　論文類型：學(xué)位論文

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【摘要】：讀圖時(shí)代的到來使各種視覺信息無處不在,沖擊著人們的眼睛和心靈。視覺轉(zhuǎn)向在全球范圍內(nèi)成為一個(gè)不爭的事實(shí),同時(shí)對現(xiàn)代人的視覺素養(yǎng)提出了更高的要求。于教育技術(shù)學(xué)本科生而言,視覺素養(yǎng)教育更是具有重要意義,因?yàn)樗麄儾粌H是視覺信息的接受者,同時(shí)還是視覺資源的開發(fā)者、傳播者等。設(shè)計(jì)針對教育技術(shù)學(xué)本科生的視覺素養(yǎng)課程是幫助他們發(fā)展視覺素養(yǎng)的有效途徑之一。視覺素養(yǎng)所涉及的范圍頗為廣泛,設(shè)計(jì)視覺素養(yǎng)課程時(shí)要充分考慮接受者需求、視覺信息的類別等多方面因素,從而圈定某一范圍,并以此為切入點(diǎn)開展視覺素養(yǎng)課程設(shè)計(jì),而不是面面俱到。視覺素養(yǎng)課程的目的是“授人以漁”,而非“授人以魚” 論文梳理了國內(nèi)外大量視覺素養(yǎng)課程設(shè)計(jì)的研究并分析與研究相關(guān)的定義,為教育技術(shù)學(xué)本科視覺素養(yǎng)課程設(shè)計(jì)的走向提供參考。通過分析教育技術(shù)學(xué)本科生的社會化、學(xué)科性等特征,提出了視覺素養(yǎng)的兩個(gè)維度和兩個(gè)層而,確定了針對教育技術(shù)學(xué)本科生的視覺素養(yǎng)內(nèi)涵,為視覺素養(yǎng)課程設(shè)計(jì)的目標(biāo)和內(nèi)容研究起到指導(dǎo)作用。論文分析了教育技術(shù)學(xué)本科課程體系,對視覺素養(yǎng)課程設(shè)計(jì)進(jìn)行了需求分析,明確了課程設(shè)計(jì)的模式和要素,將“視覺素養(yǎng)”課程設(shè)計(jì)分為四個(gè)部分：制定“視覺素養(yǎng)”課程目標(biāo)、選擇與組織“視覺素養(yǎng)”課程內(nèi)容、評價(jià)“視覺素養(yǎng)”課程設(shè)計(jì)以及制定“視覺素養(yǎng)”課程實(shí)施方案�；凇耙曈X課程”設(shè)計(jì)的元素開展教育技術(shù)學(xué)本科視覺素養(yǎng)課程設(shè)計(jì)研究。 首先,對“視覺素養(yǎng)”課程目標(biāo)進(jìn)行定位,提出目標(biāo)制定的宏觀和微觀原則、目標(biāo)制定的步驟,從視覺素養(yǎng)課程的基礎(chǔ)層面和專業(yè)層面分別制定針對教育技術(shù)學(xué)本科生的視覺素養(yǎng)課程目標(biāo),既包含總體目標(biāo),又包含具體目標(biāo)。其次,明確“視覺素養(yǎng)”課程內(nèi)容選擇與組織的理念,以社會環(huán)境、學(xué)生興趣、視覺符號等方面作為選擇課程內(nèi)容的依據(jù),并從橫向、縱向和綜合三個(gè)方面對“視覺素養(yǎng)”課程內(nèi)容的基礎(chǔ)層面和專業(yè)層面進(jìn)行合理組織,從而形成“視覺素養(yǎng)——你會‘看’嗎?”與“視覺素養(yǎng)——你會‘畫’嗎?”兩個(gè)層面的課程內(nèi)容。然后,對設(shè)計(jì)好的“視覺素養(yǎng)”課程目標(biāo)和內(nèi)容進(jìn)行前設(shè)性評價(jià)和后置性評價(jià),在課程實(shí)施之前對課程內(nèi)容和目標(biāo)進(jìn)行一定的評價(jià)并對教學(xué)效果進(jìn)行一定的預(yù)測；最后,制定“視覺素養(yǎng)”課程實(shí)施方案,確定課程實(shí)施的去向、途徑和步驟,為教育技術(shù)學(xué)本科“視覺素養(yǎng)”課程的實(shí)施提從參考方案。
[Abstract]:With the arrival of the era of reading pictures, all kinds of visual information are everywhere, impacting people's eyes and hearts. Visual turning has become an indisputable fact in the global scope. At the same time, it puts forward higher requirements for modern visual literacy. For undergraduate students of educational technology, visual literacy education is of great significance, because they are not only the recipients of visual information. And a developer of visual resources. The design of visual literacy curriculum for undergraduate students of educational technology is one of the effective ways to help them to develop visual literacy. Visual literacy involves a wide range. When designing the visual literacy curriculum, we should fully consider the needs of the receiver, the category of visual information and other factors, so as to delineate a certain scope, and as a breakthrough point to carry out the visual literacy curriculum design. Not everything. The purpose of the visual literacy course is to teach people to fish, not to teach people to fish. The paper combs a large number of domestic and foreign visual literacy curriculum design research and analysis and research related definitions. Through the analysis of the characteristics of the socialization and discipline of educational technology undergraduate students, this paper puts forward two dimensions and two layers of visual literacy. This paper determines the connotation of visual literacy for undergraduate students of educational technology and plays a guiding role in the research of the objectives and contents of the curriculum design of visual literacy. The thesis analyzes the undergraduate curriculum system of educational technology. This paper analyzes the needs of the visual literacy curriculum design, clarifies the mode and elements of the curriculum design, and divides the "visual literacy" curriculum design into four parts: the formulation of the "visual literacy" curriculum objectives. Choose and organize "Visual Literacy" course content. This paper evaluates the curriculum design of "visual literacy" and formulates the implementation scheme of "visual literacy" curriculum. Based on the elements of "visual curriculum" design, the research on the curriculum design of undergraduate visual literacy in education technology is carried out. First of all, the goal of "visual literacy" curriculum positioning, set up the goal of macro and micro principles, goal formulation steps. From the basic level and the professional level of visual literacy curriculum, the visual literacy curriculum objectives for undergraduate students of educational technology are formulated, including both the overall goal and the specific goal. Secondly. Make clear the concept of "visual literacy" curriculum content selection and organization, with social environment, student interest, visual symbols and other aspects as the basis for selecting the curriculum content, and from the horizontal. Vertical and comprehensive three aspects of the "visual literacy" curriculum content of the basic and professional levels of reasonable organization, thus forming "visual literacy-will you 'look'?" "and" Visual Literacy-can you 'paint'? "two levels of curriculum content. Then, the design of the" visual literacy "curriculum objectives and content of pre-evaluation and post-evaluation. Before the implementation of the curriculum, the contents and objectives of the curriculum are evaluated and the teaching effect is predicted. Finally, the author formulates the implementation plan of "Visual Literacy" curriculum, determines the direction, ways and steps of the curriculum implementation, and puts forward the reference scheme for the implementation of the "Visual Literacy" course of the undergraduate course of Educational Technology.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：G40-057;G652.3

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